Preservice Science Teachers’ Epistemological Beliefs and the Quality of Science Teaching
Author(s):
Dilek Karisan (presenting / submitting) Mustafa Sami Topcu (presenting)
Conference:
ECER 2012
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES B 06, Science Education

Parallel Paper Session

Time:
2012-09-17
11:00-12:30
Room:
FCEE - Aula 2.6
Chair:
Volker Bank

Contribution

The previous literature declared that epistemological beliefs may influence teachers’ educational and classroom practices at the behavior level (Jones & Carter, 2006) as well as their decision-making about what and how to teach (Schraw & Olafson, 2002). Schommer-Aikins (2002) stated that students oriented to a belief in complex and changed knowledge used more instructional strategies and were at better in problem solving than students oriented to a belief in simple and unchanging knowledge. Researchers also claim that teachers’ beliefs shape their approach and practical theories in classroom teaching, influencing their instructional strategies and performance in the classroom (Cheng, Chan, Tang, & Cheng, 2009). Since the previous research suggested the hypothetical influence of epistemological beliefs on educational and classroom practices, the present research tested this important relationship. To investigate epistemological beliefs, Schommer’s (1990) multidimensional epistemology model has been accepted and used. The model supports multidimensional structure of the epistemological beliefs, and previous research (Authors, 2008; 2011) on Turkish Preservice Science Teachers (PST) supports this model, hence present study used this model. Moreover, the Turkish validated-version of the Schommer’s Epistemological Questionnaire (SEQ) (Authors, 2006; 2008; 2011) has been  used to explore PST’s epistemological beliefs.

In order to explore PST’s quality of science teaching; a model developed by the evaluation team of the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) was accepted and used in the present study. To investigate teachers’ constructivist teaching quality in the context of reformed teaching curriculum, the researchers developed an observation protocol called Reformed Teaching Observation Protocol (RTOP). This protocol has been used by many science education researchers widely in their research that investigate the quality of constructivist-based science teaching (e.g., Campbell et al., 2010; Lawson et al., 2002). Since the recent Turkish elementary science curriculum has been based on the constructivist approach, the model developed by ACEPT and the protocol (RTOP) was appropriate for the assessment of PST’s quality of science teaching. Therefore, the Turkish-validated version of the RTOP (Authors, in review) was used by the present researchers to explore PST’s quality of science teaching.

Recent education program suggest the constructivist-based science teaching in Turkey. During professional education, PST took several practicum courses including microteaching and constructivist-based teaching methods such as 5-E instructional model. However, there were many problems about implementing constructivist-based teaching methods in science lessons by in-service teachers in elementary schools (Akpınar & Ergin, 2005a; Akpınar & Ergin, 2005b). Most problems are stemmed from the fact that many in-service teachers are unfamiliar with constructivist-based teaching methods. Thus, describing future teachers’ readiness about the implementing constructivist-based teaching, and exploring the potential factors that may influence teachers’ science teaching practices have an importance for science education researchers. In addition, enriching understanding about epistemological beliefs and the extent to which these epistemological beliefs can influence PST’s instruction quality and their future teaching are of special concern in teacher education (Authors, 2011). Therefore, with the current study, the researchers aim to investigate the relationships, if any, between PST’s epistemological beliefs and the quality of science teaching.   

Method

Participants: The sample of the current study consisted of 38 PST (21 females and 17 males) in a large eastern university in Turkey. All participants ranged in age from 21 to 26, and all of them were in their final year of the course. Instruments Schommer Epistemological Questionnaire (SEQ): The SEQ requests participants to assess 63 statements about the nature of knowledge and knowing, using a five-point scale from one (strongly disagree) to five (strongly agree). The SEQ consists of 12 subsets, and for each subset, the number of items changes. The SEQ was translated into Turkish and validated earlier (Authors, 2006). In the present study, this translated version of the Turkish SEQ was used to determine PST’s epistemological beliefs. Reformed Teaching Observation Protocol (RTOP): The RTOP is a quantitative instrument to measure the major principles of the reform-oriented instruction focusing on lesson design and implementation, content, and classroom culture. The instrument has totally 25 items that are rated on a 5-point Likert scale where a score of “1” was assigned if the particular behavior was not observed. A score of “5” was assigned if the particular behavior was very descriptive of the individual being observed.

Expected Outcomes

The previous research reached the consensus on the idea that teachers’ epistemological beliefs were related to their educational and classroom practices (e.g., Jones & Carter, 2006). The results of the present study considerably supports the idea that “Omniscient Authority” and “Certain Knowledge” dimensions of epistemological beliefs significantly contributed to “Content” dimension of the RTOP. This result suggested that when PST believe that the scientific knowledge were tentative character, they could organize their lesson where their students were reflective about their learning and actively engaged in thought-provoking activity, and intellectual rigor and constructivist criticism were valued and emphasized. When teachers have epistemological beliefs consistent with the constructivist epistemology, they can create a science learning environment in which student-centered approaches and activities were emphasized and implemented. At this point, PST’s epistemological beliefs should be paid attention while they transfer science content knowledge to their students. Therefore, it is crucial to explore these beliefs in teacher education programs and develop them because these beliefs would influence the way teachers instruct (Authors, 2008). PST need to be given opportunities to practice constructivist-based teaching methods during their professional education and to understand the relationships between their epistemological development and the quality of science teaching.

References

Authors (2006; 2008; 2011; in review). Akpınar, E. & Ergin, Ö. (2005a). Hacettepe Journal of Faculty of Education, 29, 9-17. Akpınar, E. & Ergin, Ö. (2005b). Elementary-Online, 4(2), 55-64. Campbell, T. et al. (2010). Journal of Science Teacher Education, 21, 13–30. Cheng, M. M. H et al. (2009). Teaching and Teacher Education, 25, 319–327. Jones, M.G., & Carter. G. (2006). Science teacher attitudes and beliefs. In Handbook of research on science education,1067–104. New Jersey: Lawrence Erlbaum Associates.. Lawson, A. et al. (2002). Journal of College Science Teaching, 31(6), 388-393. Schommer, M. (1990). Journal of Educational Psychology, 82, 498–504. Schommer-Aikins, M. (2002). In Personal epistemology: The psychology of beliefs about knowledge and knowing, 103–118. New Jersey: Lawrence Erlbaum Associates. Schraw, G., & Olafson, L. (2002). Issues in Education, 8(2), 99–149.

Author Information

Dilek Karisan (presenting / submitting)
Yüzüncü Yıl University
Elementary Education
ankara
Mustafa Sami Topcu (presenting)
Mugla University, Turkey

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